Alliant International University California School of Professional Psychology COURSE TITLE:Intellectual Assessment COURSE NUMBER:PSY 6501 INSTRUCTOR NAME:Stephen H. Chou, Psy.D. TEACHING ASSISTANTS:Komal Ramchandani and TBA TERM and YEAR:Spring 2008 UNITS:3 Units OPEN TO YEAR LEVEL(S): G1 & G2 DAY:Mondays TIME:5:10 pm to 7 pm (except when noted) TA sections TBD PREREQUISITE SKILLS:Clinical program enrollment COURSE DESCRIPTION: Introduction to theory and practice of cognitive and intellectual assessment of children, adolescents and adults, with special emphasis with children and adolescents.Students gain proficiency in the administration, scoring and interpretation of major individually administered tests, most notably the Wechsler Intelligence Scales.Emphasizes interpretation of intelligence test scores in contexts of clinical observations of behavior, background information, multicultural issues and theory (developmental, cognitive, neuropsychological).IQ results are integrated with test scores on other measures (e.g., achievement, visual-motor).Case report writing, meaningful translation of test scores and issues of test bias, test abuse and test security are emphasized. INSTRUCTIONAL OBJECTIVES: Students will develop (1) an understanding and overview of the theories and applications of intellectual and cognitive assessment, (2) competence in the administration, scoring, and interpretation of intellectual and cognitive assessments, (3) an ability to communicate, in both written and oral manner, the theory and application, and results of intellectual and cognitive assessments. EVALUATION OF STUDENT LEARNING: Students will be evaluated through (1) classroom discussion and participation, (2) teaching assistant feedback, (3) presentation of intellectual and cognitive assessment reports (oral and written).The most important aspect of this course is the process of learning.Being open to learning and improving yourself towards the understanding of administration, scoring, and interpretation of assessment instruments as well as of the philosophy of intellectual assessment is of principal importance.Demonstration of this learning through the above evaluation arenas is what is evaluated. Student evaluation is divided as follows:
Group Presentation – Intellectual/Cognitive Assessment Instrument (15%)
Group presentation – Intellectual/Cognitive Assessment Battery (15%)
TA Sections (20%)
Students will receive a letter grade (See page 50 of the systemwide catalog for the university grade-point system and page 97 for the Academic Standing Status for CSPP Doctoral Students CSPP for CSPP grading standards) In this class students will not receive plus or minus grades for grades C and below. The University does not allow for an A+ grade A & B = Credit with no concern or no serious concern C= Marginal pass or “some concern” D/F = serious concerns or fail ASSIGNMENTS: 1. Intellectual and Cognitive Assessment Protocols/Batteries In order for students to have experience in administration and scoring of intellectual and cognitive assessment instruments, two (2) intellectual/cognitive assessment batteries will be required for submission.In addition, the intellectual/cognitive assessment batteries will offer students experience in interpretation and written communication of the results. 2.Group Presentations a.To encourage students to become more familiar with the various intellectual assessments available, groups will be formed with 2-3 other classmates with the purpose of presenting a specific intellectual and/or cognitive assessment instrument.Group presentations for the intellectual/cognitive instrument should be 1 hour in length.Groups should provide a summary of the purpose, psychometrics, and administration/scoring or the assessment instrument utilizing Table 1-1 of Sattler shown below.A bibliography of the resources used for the presentation to each member of the class should be provided.
Table 1-1
Guidelines for Evaluating a Test
Information about the Test
1. What is the name of the test?
2. Who are its authors?
3. Who published it?
4. When was it published?
5. Is there an alternative form available?
6. How much does it cost (including the cost of the test, answer sheets, scoring services, etc.)?
7. How long does it take to administer?
8. Is there a test manual?
9. How recently was the test revised?
10. What is the purpose of the test?
11. What are the qualifications needed to administer and interpret the test?
12. What was the standardization group?
13. How representative was the standardization group?
14. What is the reliability of the test?
15. What reliability measures are provided?
16. How valid is the test for its stated purposes?
17. What validity measures are provided?
18. If a factor analysis has been performed, what were the results?
19. How clear are the directions for administration and scoring?
20. Are the scoring procedures clear?
21. Are the scales used for reporting scores clearly and carefully described?
22. Are norms reported in an appropriate form, usually standard scores or percentile ranks?
23. Are the populations to which the norms refer clearly defined and described?
24. If more than one form is available, are there tables showing equivalent scores on the different forms?
25. Is computer scoring available?
Examinee Considerations
26. What prerequisite skills are needed by the examinee to complete the test?
27. In what languages or modes of communication can the test be administered?
28. Is the vocabulary level of the test's directions appropriate for the examinee?
29. How are the test items presented?
30. How are the test items responded to?
31. What stated and unstated adaptations can be made in presentation and response modes?
32. How much is the test affected by gender and ethnic bias?
33. Will the test materials be interesting to the examinee?
34. Is the test suitable for individual or group administration?
b.In order for students to have experience in orally presenting intellectual/cognitive assessment interpretations and recommendations, groups will also be provided a protocol/battery 2-3 weeks prior to their presentation where group members will interpret the results of the protocol/battery and then present their interpretation and recommendations to the class.Presentation should be 1 hour in length. Group members will be graded on presentation content and style, participation of all group members, organization, efforts to engage class participation, and creativity of presentation materials and activities. ATTENDANCE Class attendance is required as class participation contributes to student learning and as the class itself is intended to be experiential, utilizing practice with administration and scoring of protocols, interpretation of clinical case examples, as well as presentations and discussions among students for each student.Attendance policy may be understood as the following:If you miss more than one class per semester you are automatically graded at a marginal performance level.If you miss more than two classes per semester, you will not receive a passing grade.The final dates to drop or to withdraw are listed in the catalogue. CLASS COMPONENT ON CULTURAL AND ETHNIC ISSUES: Cultural and ethnic issues will be attempted to be integrated into all coursework and presentations.Class discussion of cultural and ethnic issues is encouraged throughout the course. NEED FOR GUEST LECTURERS ON CULTURAL AND ETHNIC ISSUES: No guest lecturers on cultural and ethnic issues have been invited, though the course is open to guest lecturers as needed. READING LISTS: a.Required: AUTHOR:Sattler, Jerome M. TITLE: Assessment of Children: Cognitive Applications, Fourth Edition
PUBLISHER:Jerome M. Sattler Publisher, Inc., 2004 ISBN:0-9618209-7-7 AUTHOR:Sattler, Jerome M. TITLE:Assessment of Children WISC-IV and WPPSI-III: Supplement PUBLISHER:Jerome M. Sattler Publisher, Inc., 2004 ISBN:0970267118 b. Recommended: AUTHOR:Kaufman, Alan S. and Lichtenberger, Elizabeth O. TITLE:Assessing Adolescent and Adult Intelligence, 3rd Edition
PUBLISHER:John Wiley & Sons ISBN: 0-471-73553-1
AUTHOR:Sattler, Jerome M. and Hoge, Robert D. TITLE:Assessment of Children: Behavioral, Social, and Clinical Foundations, Fifth Edition PUBLISHER:Jerome M. Sattler Publisher, Inc., 2004. ISBN:0-9702671-3-4 AUTHOR:Aurelio Prifitera, Donald H. Saklofske, Lawrence G. Weiss TITLE:WISC-IV Clinical Use and Interpretation : Scientist-Practitioner Perspectives (Practical Resources for the Mental Health Professional) PUBLISHER:Academic Press (November 23, 2004) ISBN:0125649312 AUTHOR:Flanagan, Dawn P., Kaufman, Alan S. TITLE:Essentials of WISC-IV Assessment (Essentials of Psychological Assessment) PUBLISHER:Wiley (September 27, 2004) ISBN:0471476919 AUTHOR:Alan S. Kaufman, Elizabeth O. Lichtenberger TITLE:Essentials of WAIS-III Assessment (Essentials of Psychological Assessment) PUBLISHER:Wiley (January 7, 1999) ISBN:0471282952 AUTHOR:American Educational Research Association (AERA), American Psychological Association (APA), National Council on Measurement in Education (NCME) TITLE:1999 Standards for Educational and Psychological Testing WEEKLY SYLLABUS COURSE TITLE:Intellectual Assessment COURSE NUMBER:PSY 6501 INSTRUCTOR NAME:Stephen H. Chou, Psy.D.
Date
Instructor
Week 1 Jan. 28
First Day of Class Introduction, Orientation, Course Requirements Purpose of Assessment, Applications of Assessment, Methods of Assessment, Guidelines of Assessment, Steps in the Assessment Process Readings:Sattler, Assessment of Children, Ch. 1
Week 2 Feb. 4
Ethics Theories of IQ Developmental Perspective of Intelligence Clinical Interview/Psychosocial History Readings:Sattler, Assessment of Children, Ch. 3, 19, 20
Week 3 Feb. 11
No class this week.
Week 4 Feb. 18
No class this week.
Week 5 Feb. 25
Cognitive Assessment : WPPSI-III Readings:Sattler and Dumont, WISC-IV and WPPSI-III Supplement,Ch. 5-7
Week 6 Mar. 3
Cognitive Assessment : WISC-IV – Integrated Readings:Sattler and Dumont, WISC-IV and WPPSI-III Supplement,Ch. 1-3
Week 6 Mar. 10
Cognitive Assessment : WAIS-III Readings:Sattler, Assessment of Children, Ch.12 and Ch. 13 (p.416-443)
Week 7 Mar. 17
Interpretation Report Writing Readings:Sattler and Dumont, WISC-IV and WPPSI-III Supplement,Ch. 4,8 Sattler, Assessment of Children, Ch. 12 Sattler, Assessment of Children, Ch. 21
Week 8 Mar. 24
Measures of Academic Ability/Achievement WIAT-II Readings:Sattler, Assessment of Children, Ch. 17
Week 9 Mar. 31 – Apr 6
Spring Break. Classes do not meet.
Week 9 Apr. 7
Measures of Memory CMS Due:Psychological Assessment Report WAIS-III, WRAT-4 or Woodcock-Johnson-III Test of Achievement, WRAML-2, VMI Readings: No readings.
Oral Presentation Readings:No readings.As assigned by student group.
Week 12 Apr. 28
Oral Presentation Readings:No readings.As assigned by student group.
Week 13 May 5
Oral Presentation Readings:No readings.As assigned by student group.
Week 14 May 7
Oral Presentation Last Day of Class Due:Psychological Assessment Report WISC-IV, WIAT-II, CMS, TVPS or TAPS, Vineland or CBCL Readings:No readings.As assigned by student group.
California School of Professional Psychology
COURSE TITLE: Intellectual Assessment
COURSE NUMBER: PSY 6501
INSTRUCTOR NAME: Stephen H. Chou, Psy.D.
TEACHING ASSISTANTS: Komal Ramchandani and TBA
TERM and YEAR: Spring 2008
UNITS: 3 Units
OPEN TO YEAR LEVEL(S): G1 & G2
DAY: Mondays
TIME: 5:10 pm to 7 pm (except when noted)
TA sections TBD
PREREQUISITE SKILLS: Clinical program enrollment
COURSE DESCRIPTION:
Introduction to theory and practice of cognitive and intellectual assessment of children, adolescents and adults, with special emphasis with children and adolescents. Students gain proficiency in the administration, scoring and interpretation of major individually administered tests, most notably the Wechsler Intelligence Scales. Emphasizes interpretation of intelligence test scores in contexts of clinical observations of behavior, background information, multicultural issues and theory (developmental, cognitive, neuropsychological). IQ results are integrated with test scores on other measures (e.g., achievement, visual-motor). Case report writing, meaningful translation of test scores and issues of test bias, test abuse and test security are emphasized.
INSTRUCTIONAL OBJECTIVES:
Students will develop (1) an understanding and overview of the theories and applications of intellectual and cognitive assessment, (2) competence in the administration, scoring, and interpretation of intellectual and cognitive assessments, (3) an ability to communicate, in both written and oral manner, the theory and application, and results of intellectual and cognitive assessments.
EVALUATION OF STUDENT LEARNING:
Students will be evaluated through (1) classroom discussion and participation, (2) teaching assistant feedback, (3) presentation of intellectual and cognitive assessment reports (oral and written). The most important aspect of this course is the process of learning. Being open to learning and improving yourself towards the understanding of administration, scoring, and interpretation of assessment instruments as well as of the philosophy of intellectual assessment is of principal importance. Demonstration of this learning through the above evaluation arenas is what is evaluated.
Student evaluation is divided as follows:
Students will receive a letter grade (See page 50 of the systemwide catalog for the university grade-point system and page 97 for the Academic Standing Status for CSPP Doctoral Students CSPP for CSPP grading standards)
In this class students will not receive plus or minus grades for grades C and below. The University does not allow for an A+ grade
A & B = Credit with no concern or no serious concern
C= Marginal pass or “some concern”
D/F = serious concerns or fail
ASSIGNMENTS:
1. Intellectual and Cognitive Assessment Protocols/Batteries
In order for students to have experience in administration and scoring of intellectual and cognitive assessment instruments, two (2) intellectual/cognitive assessment batteries will be required for submission. In addition, the intellectual/cognitive assessment batteries will offer students experience in interpretation and written communication of the results.
2. Group Presentations
a. To encourage students to become more familiar with the various intellectual assessments available, groups will be formed with 2-3 other classmates with the purpose of presenting a specific intellectual and/or cognitive assessment instrument. Group presentations for the intellectual/cognitive instrument should be 1 hour in length. Groups should provide a summary of the purpose, psychometrics, and administration/scoring or the assessment instrument utilizing Table 1-1 of Sattler shown below. A bibliography of the resources used for the presentation to each member of the class should be provided.
b. In order for students to have experience in orally presenting intellectual/cognitive assessment interpretations and recommendations, groups will also be provided a protocol/battery 2-3 weeks prior to their presentation where group members will interpret the results of the protocol/battery and then present their interpretation and recommendations to the class. Presentation should be 1 hour in length.
Group members will be graded on presentation content and style, participation of all group members, organization, efforts to engage class participation, and creativity of presentation materials and activities.
ATTENDANCE
Class attendance is required as class participation contributes to student learning and as the class itself is intended to be experiential, utilizing practice with administration and scoring of protocols, interpretation of clinical case examples, as well as presentations and discussions among students for each student. Attendance policy may be understood as the following: If you miss more than one class per semester you are automatically graded at a marginal performance level. If you miss more than two classes per semester, you will not receive a passing grade. The final dates to drop or to withdraw are listed in the catalogue.
CLASS COMPONENT ON CULTURAL AND ETHNIC ISSUES:
Cultural and ethnic issues will be attempted to be integrated into all coursework and presentations. Class discussion of cultural and ethnic issues is encouraged throughout the course.
NEED FOR GUEST LECTURERS ON CULTURAL AND ETHNIC ISSUES:
No guest lecturers on cultural and ethnic issues have been invited, though the course is open to guest lecturers as needed.
READING LISTS:
a. Required:
AUTHOR: Sattler, Jerome M.
TITLE: Assessment of Children: Cognitive Applications, Fourth Edition
PUBLISHER: Jerome M. Sattler Publisher, Inc., 2004
ISBN: 0-9618209-7-7
AUTHOR: Sattler, Jerome M.
TITLE: Assessment of Children WISC-IV and WPPSI-III: Supplement
PUBLISHER: Jerome M. Sattler Publisher, Inc., 2004
ISBN: 0970267118
b. Recommended:
AUTHOR: Kaufman, Alan S. and Lichtenberger, Elizabeth O.
TITLE: Assessing Adolescent and Adult Intelligence, 3rd Edition
PUBLISHER: John Wiley & Sons
ISBN: 0-471-73553-1
AUTHOR: Sattler, Jerome M. and Hoge, Robert D.
TITLE: Assessment of Children: Behavioral, Social, and Clinical Foundations, Fifth Edition
PUBLISHER: Jerome M. Sattler Publisher, Inc., 2004.
ISBN: 0-9702671-3-4
AUTHOR: Aurelio Prifitera, Donald H. Saklofske, Lawrence G. Weiss
TITLE: WISC-IV Clinical Use and Interpretation : Scientist-Practitioner Perspectives (Practical Resources for the Mental Health Professional)
PUBLISHER: Academic Press (November 23, 2004)
ISBN: 0125649312
AUTHOR: Flanagan, Dawn P., Kaufman, Alan S.
TITLE: Essentials of WISC-IV Assessment (Essentials of Psychological Assessment)
PUBLISHER: Wiley (September 27, 2004)
ISBN: 0471476919
AUTHOR: Alan S. Kaufman, Elizabeth O. Lichtenberger
TITLE: Essentials of WAIS-III Assessment (Essentials of Psychological Assessment)
PUBLISHER: Wiley (January 7, 1999)
ISBN: 0471282952
AUTHOR: American Educational Research Association (AERA), American Psychological Association (APA), National Council on Measurement in Education (NCME)
TITLE: 1999 Standards for Educational and Psychological Testing
WEEKLY SYLLABUS
COURSE TITLE: Intellectual Assessment
COURSE NUMBER: PSY 6501
INSTRUCTOR NAME: Stephen H. Chou, Psy.D.
Jan. 28
Introduction, Orientation, Course Requirements
Purpose of Assessment, Applications of Assessment, Methods of Assessment, Guidelines of Assessment, Steps in the Assessment Process
Readings: Sattler, Assessment of Children, Ch. 1
Feb. 4
Theories of IQ
Developmental Perspective of Intelligence
Clinical Interview/Psychosocial History
Readings: Sattler, Assessment of Children, Ch. 3, 19, 20
Feb. 11
Feb. 18
Feb. 25
Readings: Sattler and Dumont, WISC-IV and WPPSI-III Supplement, Ch. 5-7
Mar. 3
Readings: Sattler and Dumont, WISC-IV and WPPSI-III Supplement, Ch. 1-3
Mar. 10
Readings: Sattler, Assessment of Children, Ch.12 and Ch. 13 (p.416-443)
Mar. 17
Report Writing
Readings: Sattler and Dumont, WISC-IV and WPPSI-III Supplement, Ch. 4,8
Sattler, Assessment of Children, Ch. 12
Sattler, Assessment of Children, Ch. 21
Mar. 24
WIAT-II
Readings: Sattler, Assessment of Children, Ch. 17
Mar. 31 – Apr 6
Apr. 7
CMS
Due: Psychological Assessment Report
WAIS-III, WRAT-4 or Woodcock-Johnson-III Test of Achievement, WRAML-2, VMI
Readings: No readings.
Apr. 14
Behavioral Scales: Vineland, CBCL
Readings: Sattler, Assessment of Children, Ch. 14
Apr. 21
Readings: No readings. As assigned by student group.
Apr. 28
Readings: No readings. As assigned by student group.
May 5
Readings: No readings. As assigned by student group.
May 7
Last Day of Class
Due: Psychological Assessment Report
WISC-IV, WIAT-II, CMS, TVPS or TAPS, Vineland or CBCL
Readings: No readings. As assigned by student group.